DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (10/28/13) Teacher Candidate: April

l Talbot Grade Level: 1st Title: Science/4 Seasons

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:

17 students
7 girls 10 boys

4 ELLs
WIDA Levels 4, (Anthony, Leyli, Karina, Jacqueline)

IEP: NONE
Gauge takes longer with writing than the other students Jacqueline-has trouble listening in class, and staying focused Tommy-has a hard time listening in class, and staying focused

2Behavioral

Classroom environment:
Five tables are arranged in a straight line, there are usually four students assigned to each table. Students are paired with someone slightly above their level or slightly below their level. There is a student helper (paper passer) who passes out worksheets, which change daily. There is a kidney table in the northwest corner of the classroom for small group instruction. Just as you walk into the classroom there is a computer table with five computers set up for centers. On the west wall is the whiteboard and smart board.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2: Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 3: Compare and contrast seasonal weather changes. a. Identify characteristics of the seasons of the year. SIOP3 Content Walk-Away: I will be able to identify the changes that occur during each season. SIOP1 Language Walk-Away: I will be able to explain the characteristics and write the changes that occur during each season. SIOP2 Vocabulary: Seasons, characteristics

ASSESSMENT EVIDENCE (What evidence do I need to show the students

have learned the Walk-Away?)

Modifications/Accomo dations (ELL, IEP, GATE, etc.)

Specifically ask Rylan, and Gauge, questions making sure they understand the meaning of the words. Behavior; Seat Jacqueline next to me.

Formative Evidence (checking for understanding throughout the lesson): Student participation Spot checking Questioning: How many seasons are there? What changes occur during the seasons?

What is a season? In what season is Christmas? What happens to the temperatures in the fall season? What happens in the spring? What season is it right now? What happens to the trees in the winter? What happens to the trees in the spring? How do people change during the seasons? (SIOP30) Content Walk-Away Evidence (Summative): Students will write down each season and draw a picture of something that characterizes each of the seasons. Language Walk-Away Evidence (Summative): Students will be able to explain what they drew and why it may characterize that season.

Make sure Tommy is engaged and on task. Provide extra support for Gauge, Rylan, and Landon in their writing.

Approx. Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Introduce walkaways Introduce Vocabulary (SIOP9) Today we will be learning about the changes that occur during each season. What is a season? Remember that a season is a particular time of year. (SIOP7,8) Would we wear a coat and mittens in the summer? (No, it would be too hot to wear a coat and mittens during the summer) Would we go swimming in a river in the winter? (No a river would be too cold to swim in during the winter) (SIOP15) Formative assessment: Learning Goal Review what a season is and what changes occur during the seasons. Focus Lesson (I do it) Pre-assessment on the four seasons. View PowerPoint of the four seasons. Have students come to the rug. Today boys and girls I will be reading you this book When Winter Comes. (SIOP4, 10, 12, 16, 17, 19) Formative Assessment: Learning Goal Students will know what seasons are and what changes occur. Success Criteria Students will be able to explain the different seasons and the changes that occur. Assessment Strategy Think-pair-share: as students discuss what seasons are, and the changes that occur, I will listen to answers. Success Criteria Students will explain what a season is and why certain things change during each season. Assessment Strategy Student engagement and participation in questioning.

Modification/accommodations: Make sure to call on the students toward the back so they will continue to be engaged. Guided Instruction (We do it) Using a graphic organizer on the board, we will discuss the seasons and the characteristics during each season. Prompt as needed and allow wait time. What else might change during the winter? (SIOP21) (SIOP 12, 13, 14, 18) Formative Assessment: Learning Goal Students will come up with characteristics of each season. Success Criteria Students will give ideas to list on the board. Assessment Strategy Randomly select students to share their ideas. Observe their

ideas/answers. Collaborative/Cooperative (You do it together)

I will have a Mystery Bag filled with clothing that is worn during the different seasons, I will use popsicle sticks to randomly select students to come up and withdraw an item from the Mystery Bag and explain during which season would they wear that particular item. I will have them feel the difference in texture between the clothing that is worn in the different seasons. (SIOP 4, 6, 12, 16, 17, 19)

Formative Assessment: Call on Gauge, and Landon first. If they do not have an answer prompt them. Learning Goal Success Criteria Assessment Strategy Students will be able to tell which Students will correctly list the Observe students as they explain season the article of clothing season. their answers to the class. would be worn. Independent (You do it alone) Call on a student to pass out worksheets. Students will, using the worksheets provided write down each season and draw one characteristic change that occurs during each season. (SIOP 6, 11, 12) Summative Assessment: Allow Gauge, Tommy, and Landon extra time to complete their writing. Prompt them with different ideas that where in the lesson. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review walkaways (SIOP28) Review vocabulary (SIOP27) Today boys and girls we learned about the 4 seasons of the year and what changes occur. Which season is it?

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Engage all students, allow wait time, and have worksheets ready, powerpoint and mystery bag with articles of clothing in it. 35 minutes.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? By reflecting on how each student learns differently. How can I transfer what I learned from teaching this lesson to future teaching? I think by taking the feedback and using it to improve myself as a teacher. What was effective and not effective? I think that the Mystery Box was effective, it was engaging for the students. What goals can I set to improve my practice and student learning? I have set goals to improve my questioning I need to ask more open-ended types of questions.

I felt this lesson went well! I do think I could improve on my questioning. Also, I jumped around during the lesson so it wasnt as smooth as I would have liked it to be.